Mr.

Graff’s
Grade 4 Social Studies
Living with the Land Unit Plan

1
 Unit Planning Organizer

Subject: Social Studies – Grade Four

Unit/Topic: Living with the Land
Unit Duration: (approximately 3-4 weeks)

1. Unit Overview – Critical Inquiry Question

Inquiry question: “How have various First Nations groups shaped Alberta’s history and identity?”

Unit overview: Building on the previous units where students explored how the land and resources affect
our lives, students will be exploring different aspects of Alberta’s story through acknowledging Alberta’s
first peoples and investigating the ways in which the land shaped different ways of life. They will learn how
the cultures of the First Nations have been passed down from generation to generation, and in doing so,
reflect upon the people, places, and stories of Alberta by developing a sense of place, identity and belonging
within Alberta.

2. General Learning Outcomes for Unit

GLO 4.2: Students will demonstrate an understanding and appreciation of the role of stories, history, and
culture in strengthening communities and contributing to identity and a sense of belonging.

3. Focusing Questions for Unit (Related Questions)

● Who were Alberta’s first peoples?

● How did the land shape ways of life?
● What was it like for First Nations people to live in the Rocky Mountain and Foothills region?
● What do the characteristics of the Grasslands tell us about the way of life in this region?
● What was it like for First Nations people living on the Parklands region?
● What do the characteristics of the Boreal Forest tell us about the way of life in this region?
● How have we come to know about the First Nations people?

4. Key Concepts for Unit

First Nations, Travois, Technology, Environment, Elders, Oral Teaching, Archeologists, Artifacts, Stories

5. Specific Learning Outcomes for Unit

Knowledge and Understanding:

4.2.2 – assess critically, how the cultural and linguistic heritage and diversity of Alberta has evolved
over time by exploring and reflecting upon the following questions and issues:
● Which First Nations originally inhabited the different areas of the province?
● How is the diversity of Aboriginal peoples reflected in the number of languages spoken?
● What do the stories of Aboriginal peoples tell us about their beliefs regarding the relationship
between people and the land?
● What movement or migration within Canada contributed to the populating of Alberta?
Values and Attitude:

2
4.2.1 – appreciate how an understanding of Alberta’s history peoples and stories contributes to
their own sense of belonging and identity:
● Recognize how stories of people and events provide multiple perspectives on past and present
events
● Recognize oral traditions, narratives, and stories as valid sources of knowledge about the land,
culture and history
● Recognize the presence and influence of diverse Aboriginal peoples as inherent to Alberta’s culture
and identity
● Demonstrate respect for places and objects of historical significance

Skills and Processes:

4.S.1 – develop skills of critical and creative thinking

4.S.3 – develop skills of geographic thinking
4.S.4 – demonstrate skills of decision making and problem solving
4.S.5 – demonstrate skills of cooperation, conflict resolution and consensus building
4.S.7 – apply the research process
4.S.8 – demonstrate skills of oral, written and visual literacy

Unit Rationale:

Social studies provides opportunities for students to develop the attitudes, skills and
knowledge that will enable them to become engaged, active, informed and responsible citizens.
Recognition and respect for individual and collective identity is essential in pluralistic and
democratic society. Social studies helps students develop their sense of self and community,
encouraging them to affirm their place as citizens in an inclusive, democratic society.

Differentiation Plan:

I am expecting that there will be multiple learning styles as well as a variety of student
strengths and weaknesses present in the classroom. By presenting information in different ways and
incorporating various teaching strategies, I am hoping that each student will be able to learn in a way
that meets their needs. I will closely monitor student engagement while allowing for activities to be
flexible enough that they can be changed if necessary, to accommodate student differences. I will aim
to provide students with an opportunity for choice with assignments or performance tasks so
students may select a method they feel most comfortable with. Throughout the course of my teaching
assignment, I will aim to set examples of respect and appreciation for multiple perspectives,
traditions and identities that are represented in Canadian history. Further, students will engage with

3
knowledge and understandings that reflect historical and geographical awareness through the active
use of discussions, prompted questions, and culminating projects that enhance their overall
understanding of citizenship and identity.

Assessment Plan:

Summative Assessment:
Students will be assessed through a culminating activity which will task students with performing
research and creating a visual representation of their own story. In doing so, students will demonstrate
their understanding of traditional knowledge and an understanding of multiple perspectives on past and
present events. By creating a visual along with the research, students will be able to recognize oral
traditions, narratives, and stories as valid sources of knowledge about the land, culture, and history while
reflecting on their own. Another option that could be used is a brochure which could allow students to
demonstrate their research in a unique way that still aligns similarly with the initial suggestion. A decision
will be made once students have been assessed throughout the first month. A rubric will be used to
outline expectations and will be shared a week prior to the due date. The time allotted will be two days
but can be pushed an additional week if needed.

Formative Assessment:
Students will be formatively assessed through ongoing observations during discussions as they
discuss with each other about the knowledge they have learned or as they are working on a particular
task. This will help the teacher gauge where students are at in their learning and what needs to be
reviewed. Other teaching strategies will involve collaborative opportunities such as Venn Diagrams,
think/pair/share and visual/artistic representations of their knowledge. Lessons will be guided by
essential questions and students will be expected to engage with prompted questions. Students will use a
folder to collect their various assignments which will be handed in routinely for review of student
comprehension.

4
 Resources:

(n.d.). Retrieved December 20, 2020, from http://wayback.archive-

it.org/2217/20101208160540/http://www.abheritage.ca/abnature/map.htm

(n.d.). Retrieved December 20, 2020, from http://www.learnalberta.ca/content/aswt/map/

Alberta: Our Community. (n.d.). Retrieved December 20, 2020, from https://sites.google.com/a/esl-
almadina.com/alberta-our-community/

Indigenous Hunter Keeps Cultural Traditions Alive in Boreal Forest. (n.d.). Retrieved December 20,
2020, from https://www.pewtrusts.org/en/research-and-analysis/articles/2016/05/31/indigenous-hunter-
keeps-cultural-traditions-alive-in-boreal-forest

Social Studies (K–6)  :   Programs of Study. (n.d.). Retrieved December 20, 2020, from
https://education.alberta.ca/social-studies-k-6/programs-of-study/

The Story within the Map. (n.d.). Retrieved December 20, 2020, from
http://www.learnalberta.ca/content/ssoc4/html/storywithinthemap_cc.html

What Story Does it Tell? (n.d.). Retrieved December 20, 2020, from
https://americanhistory.si.edu/buffalo/hideactivity.html

Unit Overview
Week 1
Day 1 (Jan. 12th)
Unit Introduction:
Who were Alberta’s first peoples?
4.2.2 Which First Nations originally
inhabited the different areas of the
province?
4.2.2 How is the diversity of
Aboriginal peoples reflected in the
number of languages spoken?
4.2.1 Recognize the presence and
influence of diverse Aboriginal
peoples as inherent to Alberta’s
culture and identity
4.S.3 Develop skills of geographic
thinking
Learning Activities:
Day 2 (Jan. 13/14th)
How did land shape ways of life:
Living on the Grasslands
4.2.2 Which First Nations originally
inhabited the different areas of the
province?
4.2.1 Recognize how stories of people
and events provide multiple
perspectives on past and present
events
4.2.1 Recognize the presence and
influence of diverse Aboriginal peoples
as inherent to Alberta’s culture and
identity
4.S.8 Demonstrate skills of oral,
written and visual literacy
Learning Activities:
Day 3 (Jan. 15th)
How did land shape ways of life:
Living in the Rocky Mountains
4.2.2 Which First Nations originally
inhabited the different areas of the
province?
4.2.2 What do the stories of Aboriginal
peoples tell us about their beliefs
regarding the relationship between
people and the land?
4.2.1 Recognize oral traditions,
narratives, and stories as valid sources
of knowledge about the land, culture
and history
4.2.1 Recognize the presence and
influence of diverse Aboriginal
peoples as inherent to Alberta’s
culture and identity
4.S.5 Demonstrate skills of
cooperation, conflict resolution and
consensus building
4.S.8 Demonstrate skills of oral,
written and visual literacy
Learning Activities:

5
First Nations Cultural Groups
(Words matter, groups and
greetings)
Review of Map of Alberta Regions
(Colouring, Groups)
Visiting the neighbours activity
Week 2
Day 4 (Jan. 19th)
How did land shape ways of life:
Living on the Parklands
4.2.2 Which First Nations originally
inhabited the different areas of the
province?
4.2.2 What do the stories of
Aboriginal peoples tell us about their
beliefs regarding the relationship
between people and the land?
4.2.1 Recognize the presence and
influence of diverse Aboriginal
peoples as inherent to Alberta’s
culture and identity
4.2.1 Demonstrate respect for places
and objects of historical significance
4.S.8 Demonstrate skills of oral,
written and visual literacy
Learning Activities:
Brainstorm on board resources
(Paintings)
Furnishing (inferences and
observations pg.106), done on
board together as a class (Think,
pair, share)
Week 3
Intro to Buffalo, natural resources
Using the Buffalo Worksheet
(Student search of text)
Drawn visual of hunting methods
Day 5 (Jan. 20th/21st)
How did land shape ways of life:
Living in the Boreal Forest
4.2.2 Which First Nations originally
inhabited the different areas of the
province?
4.2.2 What do the stories of Aboriginal
peoples tell us about their beliefs
regarding the relationship between
people and the land?
4.2.1 Recognize how stories of people
and events provide multiple
perspectives on past and present
events
4.S.8 Demonstrate skills of oral,
written and visual literacy
Learning Activities:
Short video
(https://www.pewtrusts.org/en/r
esearch-and-
analysis/articles/2016/05/31/indi
genous-hunter-keeps-cultural-
traditions-alive-in-boreal-forest)
Prompted Questions, discussion
time (Impact of technology and
environment)
Reading Exercise (Woodland Cree),
use of a concept map to track
information
Review natural resources,
connection to First Nations
The lifestyle of the Nakoda People
(Worksheet)
If done early, finish visual
project from day 2
(30 min class**)
Day 6 (Jan. 22nd)
How did land shape ways of life:
Living in the Canadian Shield
4.2.2 Which First Nations originally
inhabited the different areas of the
province?
4.2.2 What do the stories of
Aboriginal peoples tell us about their
beliefs regarding the relationship
between people and the land?
4.2.1 Recognize oral traditions,
narratives, and stories as valid
sources of knowledge about the land,
culture and history
4.2.1 Recognize the presence and
influence of diverse Aboriginal
peoples as inherent to Alberta’s
culture and identity
4.S.5 Demonstrate skills of
cooperation, conflict resolution and
consensus building
Learning Activities:
Review of main themes
On board create a Venn Diagram of
‘First Nation Values and Beliefs’
(Long Ago vs. Today and Same)
Dene Suline Calendar illustration
(How can you tell that there was
always a strong connection
between people and nature?)
6
Day 7 (Jan. 26th)
Learning About the Past:
How do we know about the first
peoples?
4.2.2 What do the stories of
Aboriginal peoples tell us about their
beliefs regarding the relationship
between people and the land?
4.2.2 What movement or migration
within Canada contributed to the
populating of Alberta?
4.2.1 Recognize how stories of people
and events provide multiple
perspectives on past and present
events
4.2.1 Recognize oral traditions,
narratives, and stories as valid
sources of knowledge about the land,
culture and history
4.S.8 Demonstrate skills of oral,
written and visual literacy
Learning Activities:
Intro to traditional knowledge
(Examples of Story robes, Stories
on stone, and oral teachings)
- Read/listen to a short
story
Day 8 (Jan. 27/28th) PD DAY (Jan 29th)
Culminating Activity (Teepee +
Flipgrid Response)
4.2.1 Recognize oral traditions,
narratives, and stories as valid sources
of knowledge about the land, culture
and history
4.2.1 Recognize the presence and
influence of diverse Aboriginal peoples
as inherent to Alberta’s culture and
identity
4.2.2 Which First Nations originally
inhabited the different areas of the
province?
4.S.7 Apply the research process
4.S.8 Demonstrate skills of oral,
written and visual literacy
Learning Activities:
Start of Culminating Event (First
Nation Teepee)
Have example ready for students
to see**

Oral Stories Exploration and

discussion

Culminating event:
- Students would use their past sheets to use as research to fill in the
information needed for their Teepee’s, each side of the Teepee would
have a different fact related to different aspects such as shelter, tools,
transportation, clothing, food

Week 4

7
Day 9 (Feb. 2nd)
Culminating Activity (Teepee +
Flipgrid Response) CONTINUED
4.2.2 What do the stories of
Aboriginal peoples tell us about their
beliefs regarding the relationship
between people and the land?
4.2.2 What movement or migration
within Canada contributed to the
populating of Alberta?
4.2.1 Recognize how stories of people
and events provide multiple
perspectives on past and present
events
4.2.1 Recognize oral traditions,
narratives, and stories as valid
sources of knowledge about the land,
culture and history
4.S.1 Develop skills of critical and
creative thinking
4.S.7 Apply the research process
4.S.8 Demonstrate skills of oral,
written and visual literacy
Learning Activities:
Continuation of Culminating Event
(First Nation Teepee)
This period will designed to allow
for students to submit their
Flipgrid responses
Alberta’s First People Teepee Project
Day 10 (Feb. 3/4th)
Chapter 4 Unit Assignment
Learning Activities:
Students will have the full class
time to complete the unit test
Students will be allowed to use
their notes**
Day 11 (Feb 5th)
Learning about the past:
Exploring points of view
4.2.2 What do the stories of
Aboriginal peoples tell us about their
beliefs regarding the relationship
between people and the land?
4.2.1 Recognize how stories of people
and events provide multiple
perspectives on past and present
events
4.S.1 Develop skills of critical and
creative thinking
4.2.1 Recognize the presence and
influence of diverse Aboriginal
peoples as inherent to Alberta’s
culture and identity
Learning Activities:
Exploring points of view
(Where do Cultural items
belong?), Review pg.118-119
Complete Perspectives sheet
If time is needed to complete
their test, students could be
given additional time
or
Could begin to introduce the
Fur trade and what we will be
starting next day
8
1.  Pick one First Nation group.

First Nation Groups:

● Woodland Cree / Dene Tha’ (Boreal Forest)

● Plains Cree (Parkland)
● Kainai (Grassland)
● Piikani (Grassland)
● Nakoda / Dunne-za (Rocky Mountains / Foothills)

My chosen group is: _________________________

2. Use the planning guide to collect information on your group.

Use chapter 4 of your Voices textbook and notes from your scribbler. (Pages
101-110)

Create one illustration or symbol to be used on your teepee to represent each

element. Take your time and make sure the information collected is accurate.

(Hint: Check your Social Studies Binders)

Note: Once you have completed your planning guide meet with Mr. Graff to
approve your work before moving onto Step 3.

Shelter: Illustration or Symbol

Clothing: Illustration or Symbol

9
Tools: Illustration or Symbol

Transportation: Illustration or Symbol

Food: Illustration or Symbol

One Interesting Fact: Illustration or Symbol

10
 3. Organize your information onto the Teepee!
Instructions:
1) Plan out which sections will be labeled with each element (Ex: Section 1 is Tools, Section
2 is Food)
2) Plan out where your illustration or symbol will go within each section.
3) Label the sections with all the different elements (Tools, Transportation, Food, Clothing,
Shelter, 1 Interesting fact, and region).

Once you have completed all your colouring and labeling, come see Mr. Graff for
Check-in #2 before moving on to the construction of the teepee.

Make sure to include the following:

● Neatly labeled and coloured sections with information (Shelter, Tools, Clothing,
Transportation, Food, 1 interesting fact and Region)

● At least 1 relevant illustration or symbol for each section

● At least 1 interesting fact about your first nation group.

4. Time to cut and create the Teepee

Instructions:
1) Cut the tipi carefully around the outside.
2) Fold the smoke flaps upwards
3) On the tipi there will be two sections labeled A and B, each part labeled tipi front will be
glued together. (For this step, see Mr. Graff or Mr. Walmsley for additional support)

5. Flipgrid Presentation Instructions:

Instructions:
Step 1: Locate the join information from your educator on the Google Classroom (Classwork
Section)

Step 2: Join the discussion. You were given a join link, click on that link.

Step 3: You will see a prompt to log in, choose Google to sign into your school account.

Step 4: Time to record and Submit. Once you have joined, you’ll see your educator’s Topic, or
discussion prompt. Follow the instructions and when you are ready to record, click the red
Record a Response button or the Flipgrid logo for the camera to start.

When you are in the Flipgrid camera, you can record a video in these 3 easy steps:

11
 1. Tap to record - Tap the record button on the bottom to start. Tap the
arrow on the bottom right to advance.
2. Review your video. - Trim, split, rearrange, or add more. Tap the arrow
in the bottom right to advance.
3. Submit your video! - Edit your cover image, name, or add a title. Then
submit!

Your teepee will be handed in on Friday, February 5th. You will have all
week to work on this, which should allow you to fully complete this in
class.

 
Name: ______________
Alberta's First People Teepee Project
Outcome Excellent Proficient Basic Not Yet

oral, written, and visual Neat, colorful, attractive,

literacy - present information
in a variety of forms
4.2.1:
Appreciate how an understanding of
Alberta’s history, peoples and stories The project includes at least The project includes at least
contributes to their own sense of
belonging and identity
detailed. This project is fun to
look at. All the elements are
labeled.
Information shows evidence of
research; content is accurate.
2 facts and other
2 facts in every category
interesting/creative facts
Nice, colorful, but not much Some color, very little detail. The
Sloppy, no labels. It looks rushed
detail. Almost all the elements labels are incomplete and/or
to get it done.
are labeled. missing on several elements.
Some of the information is
Information is generally Much of the information is
questionable or incorrect;
accurate; content is relevant. incorrect.
content is minimal.
The project includes some The project did not have
but not complete facts facts

Comments:

12